Teaching to the Life Test

Education researchers
have analyzed the
effects of individual
teachers on students’ grades
and standardized-test scores.
But a large body of data suggests
that noncognitive skills,
such as resilience and self-discipline,
are far more important
for determining the longterm
success of students. Is
there a way of tracking the ability
of teachers to instill these
skills in their pupils, and if so,
what would this mean for educational
assessment?

Is “collective impact” just a buzzword, or does it actually make an impact? Sarah Stachowiak of ORS Impact and Lauren Gase of Spark Policy Institute summarize eight important findings from a study examining collective impact’s effect on institutions, populations, and environments across 25 initiatives in the U.S. and Canada. https://ssir.org/articles/entry/does_collective_impact_really_make_an_impact

SSIR.org and/or its third-party tools use cookies, which are necessary
to its functioning and to our better understanding of user needs.
By closing this banner, scrolling this page, clicking a link
or continuing to otherwise browse this site, you agree to the use of cookies.